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Education

Called “Faces of Budget Private Schools,” the BPS report 2018 is an attempt to explore both the data on the current education challenges and needs and also bring to light individual stories from the stakeholders in the system to set the data in perspective.

The Report consists of 3 main sections, which looks at 'Reach and diversity', 'Solving the problem of quality' and 'Educating children for an uncertain future'.

Different state governments of India have notified through Government Orders (GOs) the amount they will pay out for each RTE child admitted, in reimbursement to private schools. For example, Delhi has fixed the reimbursement amount at Rs 1598, Uttarakhand at Rs 1380 and Uttar Pradesh at Rs 450 per month per child. These amounts are meant to represent the states’ per pupil expenditure in their respective government elementary (primary + upper primary) schools. However, there has been some doubt and dismay about the accuracy of these estimates, and also some research estimating per pupil expenditures in the different states of India in Dongre and Kapur (2016) and Bose et. al. (2017).

Bose et. al. (2017) found that the UP government’s actual per pupil expenditure in 2014-15 on its government and aided schools was Rs. 1529 per month. If this Rs.1529 estimate were to be inflated up to 2018-19 by 10% per annum, the per pupil expenditure today would be equivalent to Rs. 2239 per month on account of the increase in expenditure alone. If the fall in enrolment from 2014-15 to projected enrolment in 2018-19 is taken into consideration, then the average per pupil expenditure as per Bose, et. al. would be Rs.2652 per month in 2018-19. This can be compared with the Rs. 450 pm upper limit of reimbursement set by the Uttar Pradesh government in June 2013, which has remained at the same level until 2018-19.

This note seeks to estimate the per pupil expenditure in government elementary schools in Uttar Pradesh using the government’s own expenditure and enrolment data.

The report brings together research and perspectives from relevant stakeholders with the aim of updating and pushing forward the discourse on BPS in India, by providing a platform for informed and inclusive interactions on the sector.

The Report consists of 17 chapters and is categorised into four themes which represent the different aspects of the BPS sector: demand, supply, ecosystem, and regulation.

The chapters of the Report are authored by experts representing a variety of backgrounds and organisations with a deep understanding and expertise of the BPS sector, representing research, policy and practice.

This guidebook is based on Centre for Civil Society's pilot programme Patang, which was implemented in two private schools in Delhi. The objective of Patang was to understand the issues arising from one of the provisions of the Right to Education act (RTE). Section 12 (1)(C) of the RTE Act requires aided and unaided private schools to reserve at least 25% of their entry-level seats for children from economically and socially disadvantaged communities (EWDS). The provision has been severely contested and several systemic and classroom level issues have also been raised against this provision. Patang focuses only on the classroom impact of such a reservation. It was designed as an intervention to understand:

the challenges of inclusion in private schools enrolling EWDS students under the reservation category

efforts required to address these challenges

the policy implications for improving inclusion in schools.

The guidebook with details of the programme also highlights the struggles and successes of the intervention. It provides concrete steps to help schools create an inclusive environment for students especially those from the EWDS background.

NITI Aayog’s effort towards reforming Indian Medical Education is a step long overdue. There is a broad consensus across the Parliament, Executive, Judiciary and State Governments to replace the thoroughly corrupt, utterly inefficient and a decrepit Medical Council of India (MCI) with a new commission that meets the aspirations of 21st century India. MCI has neither fulfilled the objective of improving access to medical education nor setting the high professional and ethical standards that the complex healthcare sector demands from the doctors. It has become a textbook example of ‘regulatory capture’. The age old socialist mindset towards regulatory institutions continues to plague many sectors in India, of which MCI is only one example.

NITI Aayog’s radical shift in regulatory philosophy towards liberal and market oriented one can be considered as one of the big bang reforms of the current government. A shift in approach from inputs based norms and standards to the one based on outcomes is definitely going to create a lasting impact in quality of medical education and is expected to set the precedent for other streams of education too.

The National level entrance and exit exams will ensure that merit prevails over discretion and admissions are handled in a transparent manner. Removing entry barriers for private investors by doing away with the infamous ‘non-profit’ tag will address the challenge of access and helps meet the huge demand for medical education in India. Currently, around 11 lakh students chase an odd 55,000 seats and this has given some unscrupulous colleges a free hand in exploiting the artificially induced scarcity.

Largely in consonance with the proposed bill, we would like to bring few specific issues to the Aayog’s notice to help realizing the true spirit of the bill.

A recent study by Azim Premji Foundation (APF) titled “Right to Education Act (RTE), 2009 and Private School Closure in India” has received wide media coverage and ignited debate over the impact of RTE on private schools. The study claims that only five private schools have closed down in seven states and one union territory that it studied—four in Karnataka and one in Uttarakhand. Anurag Behar, CEO of APF, declared that any research reporting otherwise is “false or ludicrously exaggerated.”[1]

The possible impact of RTE on the closure of private schools is a critical policy issue, especially when the parents have deliberately chosen the fee-charging schools over the free government schools. Therefore, the study deserves closer review and analysis, which is the objective of this detailed assessment. Instead of doing a newspaper column, we decided to do a full review of their research processes, methodology and overall soundness of research. The basic purpose is not so much to challenge their conclusions but to assess the research that serves as a basis for arriving at those conclusions.

We embarked on our mission: We read the study once, twice, thrice. We thought we must be missing something—this is a study produced by India’s largest education foundation. After all those readings and discussions, we came to the inescapable conclusion: the quality of the APF study is alarmingly poor. It is hard to believe that the most well-endowed education foundation in the country, which also runs an education university, would consider this study worthy of publication. Moreover, the CEO of the Foundation, who presumably has read the study, would consider it appropriate to ridicule all other research and experiences, and even declare them as almost lies, on the basis of this study. It is really a sad day for research, for the quality of public debate and for the quality standards of APF.

In India, reforms in regulation of private schools have been argued on the basis of universalizing access to education while recognizing the increasing role of private in enabling that access, particularly for the poor. However, the experience so far has been that the regulations create entry and exit barriers in the provision of education by entrepreneurs thereby reducing competition and keeping the cost of education high. It is in this context that regulation of private education is observed in the case studies to better understand how governments in other parts of the world have managed to harness private investment in education for the benefits of the society in general. The study examines three cases of best practices from around the world:

The paper examines the current state of funding of school education in India and identifies the inefficiencies and arbitrary nature of allocation of the system and suggests an alternative per-child funding model. The paper argues for the model on the basis of school choice and decentralized school administration, which would result in schools competing to be efficient in spending to attract/maintain students. The paper draws from such existing models in countries like Canada, Netherlands and UK while using the San Francisco School District's model as a detailed case study to further strengthen the argument for such a per-child model of funding.

Budget Private Schools (BPS) are privately-run schools that charge very low fees, operating among the poorer sections of the society and have become relevant to the education discourse of India. Such small schools began mushrooming in the late 1980s across developing countries as alternatives to dysfunctional state-run schools and India was no exception. However, the in the succeeding two decades, BPS contributed heavily to the soaring enrollment rates in private schools. These schools have been referred to in literature as “low-fee private schools”, “affordable private schools” and “private schools for the poor” among others, and are considered an entrepreneurial response to meet urgent education needs by expanding access to the poorest children. Despite lack of infrastructure and facilities, studies over the past decade has shown that learning outcomes in these schools are equal to or better than those of far more resourceful government schools. Despite huge spending over the past decade and more, the government still faces the challenges of millions of out-of-school children, high dropout rates after elementary education and low female enrolment among other things. It is in this context that existing literature on such low-fee charging private schools is being analysed to gain a better understanding of the situation in different parts of India about the achievements, challenges and overarching role of Budget Private Schools (BPS) in India’s school education ecosystem.

Studies published in the late 1990’s to as recent as 2014 have been included in the analysis and this meta-study has attempted to capture as wide a range of issues related to BPS from learning outcomes and regulations to gender problems and questions of equity while trying to maintain as much geographic coverage as possible at the same time. This study aims to understand why parents are increasingly choosing to send their children to BPS even in places with access to government-run schools, how children in BPS are performing relative to government schools and how regulations are affecting the functioning of BPS, besides trying to gain some clarity about the direction in which education in India is headed in this context.

The paper reports on existing incentive structures in a sample of government and private schools in Delhi and elicits teachers’ perspectives on factors which motivate them. It is found that performance-related pay and promotions are important monetary incentives for teachers. Recognition, regular evaluation and monitoring and contractual based employment are found to be important non-monetary incentives. Having a large class size, having to teach subjects outside of a teacher’s expertise and performing clerical duties are found to be some significant disincentives for teachers.